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Show Racism the Red Card

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Show Racism the Red Card To be used in conjunction with the DVD SHOW RACISM THE RED CARD Rio Ferdinand CONTENTS Using the DVD and Education Pack 1 Aims of the Pack 1 Anti-Racist Education and the National Curriculum 1 Prior to Watching the DVD 2 CHAPTERS: Racism and Football 3 Origins of Racism 5 Experiences of Racism 9 Dealing with Racism 13 Campaigning Against Racism 15 Frequently asked Questions 18 Quiz 21 (answers on page 20) Acknowledgements: Written by: Sarah Soyei, Gav Sutherland, Jason Webber, and Laura Fleck. Thanks also to: David Kendrick, Paul Burgess, the National Union of Teachers and the Educational Institute of Scotland. Useful Organisations and Websites can be found at the links page of www.TheRedCard.org Contact Details: Show Racism The Red Card, PO Box 141, Whitley Bay, Tyne & Wear NE26 3YH. Telephone: 0191 257 8519. Fax: 0191 257 8541. email: [email protected] www.TheRedCard.org Registered Charity Number: 1116971 Registered Company Number: 5834708 ©Show Racism the Red Card This pack is by no means an exhaustive resource and USING THE DVD AND information that could not be included is available at www.theredcard.org, where you will find a EDUCATION PACK continually updated education section, including SUBTITLES ARE AVAILABLE ON THE DVD, SIMPLY START details of our annual competition for schools. THE FILM AND THEN SELECT SUBTITLES WITH YOUR REMOTE OR MOUSE. AIMS OF THE PACK • To familiarise young people with the causes and This pack has been designed to complement and consequences of racism and equip them with a enhance the information contained in the range of skills that will enable them to accompanying DVD. The most effective way to use challenge racism the Show Racism the Red Card DVD as an • To enable young people to develop good educational tool is to screen it in sections. The relationships and respect the differences total running length of the film is 22 minutes with between people, regardless of ethnicity 5 main chapters, following a brief introduction, to which the sections in this pack correspond. • To help young people prepare to play an active role as citizens in a growing multi-racial and Whilst it is difficult to advocate a single best method multi-cultural society or approach for using the resources, we have picked • To provide teachers with an easy-to-use teaching out some key comments and relevant discussion resource to enable them to educate for the above points for each of the five sections. Initiating a discussion with the class based around the proposed starting points may serve as a useful introduction to ANTI-RACIST EDUCATION AND THE the suggested activity / activities which will follow in all five cases, and can be tailored by teachers to NATIONAL CURRICULUM suit the needs of their students. Estimated timings Curriculum links have been provided for each activity but durations The activities in this pack tie in very closely to the will obviously vary according to pupils’ ability. Citizenship and PSHE curriculum in Key Stages 2, 3, and 4 and the specific areas are highlighted A useful way to conclude each section is the below. Activities also be fit into the curriculum in following plenary: take time to ask the pupils the following subject areas: Art and Design, what they have learned from this section of the Design and Technology, English, History and DVD and the activities. Information and Communications Technology At the end of each section of the pack is a set of KS2 Citizenship and PSHE Learning Outcomes indicating what the young • Developing confidence and responsibility and people should know, understand or be able to do making the most of their abilities 1a, 1c following completion of the activities provided. • Preparing to play an active role as citizens 2a, This pack aims to meet the needs of Key Stages 2, 2c, 2e, 2f, 2I, 2k 3 and 4. Therefore activities will be marked with • Developing a healthy, safer lifestyle 3f age group suitability. • Developing good relationships and respecting the KEY Primary Secondary differences between people 4a, 4b, 4d, 4e, 4f KS3 + 4 Citizenship • Knowledge and understanding about becoming informed citizens 1b, 1i, 1j In addition to ‘Show Racism the Red Card’ you will find the documentary ‘Racism and the Beautiful • Developing skills of enquiry and communication Game’ accessible from the DVD menu. This is 2a, 2b, 2c supplementary to the content of this pack and the • Developing skills of participation and main educational film but can be an informative responsible action 3a, 3b, 3c resource, particularly for older pupils, in helping them to understand the context and background to some of • PSHE (non-statutory guidelines) 1b,1d, 2b, 2g 3a the personal stories contained within the main film. 3b, 3c 3j Also included is the winning animation from the 2008 The pack is also compatible with the Scottish and Show Racism the Red Card Schools Competition. Welsh Curriculum, please see our website for further details. Check www.theredcard.org for additional and updated Educational Resources 1 PRIOR TO WATCHING THE DVD Due to the potentially difficult nature of discussing issues of racism with students it is advisable to do some preparatory work before using our resources. This should include the setting of ground rules before the session(s). No one should feel picked on, even if they have very different views from those of their classmates. Teachers will have to work hard to ensure that all discussions are at an objective level. It is however important to ensure that no lesson becomes a platform for racist or similar remarks, and the need for balance should not be regarded as inhibiting a clear stand against racism. Instead, students need to understand that there are certain behaviours, such as racism and bullying which should not be tolerated. PRELIMINARY ACTIVITIES: The two activities below serve as useful ‘ice-breakers’ to introduce the topic of racism to a class who have not considered it before. Read out the following definition of race: ACTIVITY 1: INTRODUCTION “A group of people who share physical TO RACISM (10 Minutes) characteristics and traits”. Facilitate a discussion with the young people using As you read the following characteristics out one the following points and questions: by one, instruct the young people to stand up if the trait describes them or remain seated if it Because people can be grouped by any number of does not. physical differences (such as the ones in the categories) race is an arbitrary and invented way • Blond Hair to group people. • Freckles Q: What is racism? • Wearing Glasses Key points to draw out: • Left Handed Discriminating against someone because they • Brown Eyes have a different: After you have the brown eyed children standing, • Skin Colour • Nationality • Religion • Culture tell the young people that you needed to divide the class and those remaining standing will get to Q: What forms does racism take? take part in a fun activity, whilst those sitting Q: What is meant by the statement down will have to write an essay instead. Let the “Show Racism the Red Card”? young people respond to this. If the brown eyed Q: Has anyone ever heard racist abuse directed children are enjoying it too much you may wish to towards someone? Where? say that you made a mistake and the blue eyed children will get to do the fun activity! Once they have had a chance to respond, let them know that ACTIVITY 2: RACISM AND you were not being serious and ask them if it was RESPECT (5 minutes) a sensible way of dividing and rewarding people. Ask them how it felt to be missing out because Stick the word “Racism” on one wall and you had the wrong colour eyes. “Respect” on the other. Give the Pupils post-it Further emphasise the senselessness by asking notes and ask them to write down as many words what it would be like if society discriminated as possible that they associate with each term and against people based on these categories. What if, stick them around the appropriate heading. for example, people who had freckles were Read through the words with the class and bring deemed less intelligent than others? Would it be out the idea that all of the terms associated with fair? Would there be any justification? What racism are negative, whilst those associated with consequences might such a judgement have for respect are positive. Explain this is why we want freckled people? to prevent racism and encourage respect. 2 Check www.theredcard.org for additional and updated Educational Resources RACISM AND FOOTBALL STARTS AT 1’28, ENDS WITH SAMUEL ETO’O: “SHOW RACISM THE RED CARD”. Various players recount their experiences of racism from the 1970s through to the present day. Once you have screened this section you may wish to facilitate a discussion around the following comments before moving on to the related activity. Discussion Points: • How might hearing such abuse affect a player during the game? • In what ways does racist abuse differ from other types of verbal insult heard at football matches? • What is the persecution of black people that Les Ferdinand refers to? NB: Historical context such as slavery and the civil rights movement are explored in more detail in the next section, Origins of Racism • How would you feel if you heard racist abuse either on the pitch or in the stands? ACTIVITY 1: RACISM ON KEY COMMENTS: THE PITCH (40 Minutes) • PAUL ELLIOTT: Monkey chanting, booing, even in The example of Samuel Eto’o considering leaving its most extreme cases the pitch when he suffered racial abuse whilst “ throwing of bananas playing for Barcelona can be a powerful situation to explore with older students.
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